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Activity Topic: Investigating Taste and Smell
Teacher Description Sheet
Overview and Purpose: In this lab activity students will complete two parts; part one entails students mapping out the basic taste receptors on a tongue map by sampling various ingredients and part two entails students determining the relationship of taste and smell by sampling three types of gum each with a different flavor. Students will become familiar with the senses of taste and smell throughout the lab and they will determine the relationship between these two senses. At the end of the lab activity, the relationship between taste and smell will be discussed.
Approximate time line: Pre-lab Questions and Introduction: 10 minutes, Lab: 20 minutes (about 10 minutes for each part), Review and Post-lab Questions: 10 minutes
Student Objectives:
Understand the senses of taste and smell (what they are, how they work, etc). Classify basic tastes: sour, salty, sweet, and bitter (also umami). Discuss reasons for the different taste perceptions. Locate receptors for taste found on the tongue. Diagram taste receptor locations on a tongue map. Discover the relationship between taste and smell.
Inquiry Level:Activity
Standards:
ILS Stage I 11.A.4- Formulate hypotheses referencing prior research and knowledge.
ILS Stage I 11.A.5- Using available technology, report, display and defend to an audience conclusions drawn from investigations.
ILS Stage I 12.A.1- Apply scientific or technological designs to explain metabolic process within cells, such as food processing.
Part One: Table Salt (for salty taste) Table Sugar (for sweet taste) Lemon Juice (for sour taste) Black Coffee Grinds (for bitter taste) 4 Cotton Swabs Per Person Plastic Bags (1 bag per group) Small plastic/paper cups (4 cups per group) Cups with drinking water (1 per student) Marker for labeling cups Napkins
Part Two: 3 types of gum: cinnamon, peppermint, and bubblegum (1 piece of each gum per group) Plastic bags (1 bag per group)
Teacher Preparation Instructions: 1) The teacher should have directions pre-written on the board for students to review as they enter and sit down. The teacher should read through the packet and go over all directions as well as expectations of students before the lab is carried out. Remember to emphasize the main question that students will be answering during the lab activity.
2) It is the choice of the teacher to either have students obtain materials from the front of the room or to distribute materials after the introduction to avoid distraction. Materials should be prepared beforehand as specified below.
3) Before the lab activity, the three types of gum should be ready for each group to use in a plastic bag.
4) Plastic cups should be pre-set with the specified ingredients (sugar, salt, etc) to avoid time loss during the lab.
5) Plastic cups with ingredients representative of each taste should be made for each group along with the plastic bags filled with the three types of gum. Each pair/group should have four cups that are labeled and filled with the ingredients and a plastic bag of gum. Each student will also need to receive a cup of drinking water.
Safety Instructions: Students must wash hands before and after the lab. Allergies of students will need to be taken into consideration as students will be sampling various edible items.
Resources: Ogorzaly, Molly, and Beryl Simpson. Economic Botany. New York: McGraw-Hill, 2001. Print.
Activity Topic: Investigating Taste and Smell
Teacher Description Sheet
Overview and Purpose:
In this lab activity students will complete two parts; part one entails students mapping out the basic taste receptors on a tongue map by sampling various ingredients and part two entails students determining the relationship of taste and smell by sampling three types of gum each with a different flavor. Students will become familiar with the senses of taste and smell throughout the lab and they will determine the relationship between these two senses. At the end of the lab activity, the relationship between taste and smell will be discussed.
Approximate time line: Pre-lab Questions and Introduction: 10 minutes, Lab: 20 minutes (about 10 minutes for each part), Review and Post-lab Questions: 10 minutes
Student Objectives:
Understand the senses of taste and smell (what they are, how they work, etc).
Classify basic tastes: sour, salty, sweet, and bitter (also umami).
Discuss reasons for the different taste perceptions.
Locate receptors for taste found on the tongue.
Diagram taste receptor locations on a tongue map.
Discover the relationship between taste and smell.
Inquiry Level: Activity
Standards:
ILS Stage I 11.A.4- Formulate hypotheses referencing prior research and knowledge.
ILS Stage I 11.A.5- Using available technology, report, display and defend to an audience conclusions drawn from investigations.
ILS Stage I 12.A.1- Apply scientific or technological designs to explain metabolic process within cells, such as food processing.
Materials List:
Introduction:
Projector
Computer
PowerPoint Presentation
Lab Handouts
Part One:
Table Salt (for salty taste)
Table Sugar (for sweet taste)
Lemon Juice (for sour taste)
Black Coffee Grinds (for bitter taste)
4 Cotton Swabs Per Person
Plastic Bags (1 bag per group)
Small plastic/paper cups (4 cups per group)
Cups with drinking water (1 per student)
Marker for labeling cups
Napkins
Part Two:
3 types of gum: cinnamon, peppermint, and bubblegum (1 piece of each gum per group)
Plastic bags (1 bag per group)
Teacher Preparation Instructions:
1) The teacher should have directions pre-written on the board for students to review as they enter and sit down. The teacher should read through the packet and go over all directions as well as expectations of students before the lab is carried out. Remember to emphasize the main question that students will be answering during the lab activity.
2) It is the choice of the teacher to either have students obtain materials from the front of the room or to distribute materials after the introduction to avoid distraction. Materials should be prepared beforehand as specified below.
3) Before the lab activity, the three types of gum should be ready for each group to use in a plastic bag.
4) Plastic cups should be pre-set with the specified ingredients (sugar, salt, etc) to avoid time loss during the lab.
5) Plastic cups with ingredients representative of each taste should be made for each group along with the plastic bags filled with the three types of gum. Each pair/group should have four cups that are labeled and filled with the ingredients and a plastic bag of gum. Each student will also need to receive a cup of drinking water.
Safety Instructions:
Students must wash hands before and after the lab.
Allergies of students will need to be taken into consideration as students will be sampling various edible items.
Resources:
Ogorzaly, Molly, and Beryl Simpson. Economic Botany. New York: McGraw-Hill, 2001. Print.
“The Five Senses - Lesson 6: Taste”. Paso Partners. Integrating mathematics, science and
language: an instructional program. SEDL. 2010. Web. 28 Nov 2010. <
http://www.sedl.org/scimath/pasopartners/senses/lesson6.html>
Human Anatomy & Physiology. Portland: Walch Publishing, 2006. Print.
Student Lab Handout:
Teacher answer key:
PowerPoint Presentation:
Write the student Lab in a Google Doc, and link it here, so we can view it.